ABSTRACT

Providing support to students with challenging behaviors is a critical focus of classroom teachers’ success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton–Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. Using a single-subject alternating treatments design across 3 elementary school classrooms, increasing the rate of teachers’ positive feedback and opportunities to respond was examined for effect on the engagement of students identified with challenging behaviors. Future research directions and implications for recommended teacher practice are provided.

摘要

为有挑战性行为的学生提供支持是课堂教师成功的关键。寻找预防和调解学术和行为困难的方法是研究和实践的高度优先领域。本研究的重点是实施 Orton-Gillingham Reading 干预策略对具有挑战性行为的学生积极参与的影响。在 3 个小学教室中使用单一主题的交替治疗设计，提高教师的积极反馈率和回应机会对识别具有挑战性行为的学生参与的影响进行了检查。提供了对推荐教师实践的未来研究方向和启示。